Category: For Student

Business management is one of those things people will always be interested in, and it has a lot of value to add.

Those who are hoping to get into this line of work and want to enjoy the nuances of business need to think about a diploma in the subject. This is one of the best options for those who enjoy the subject and want to retain a lot of value out of what they are learning.

Why is this the route to take for those who want to learn as much as they can?

Here is a look.

1) Seasoned Professors

It all begins with the professors you are going to have teaching the courses.

These are professionals who are regarded as being the best in the business and have a lot of value to add. They are not going to skip over things nor are they going to provide meaningless information. They will provide value that is going to be worth it now and in the future.

This is important as you look to position yourself as an expert in the market.

You will know this is the value that is going to resonate for years to come.

2) Modern Curriculum

Your curriculum plays a major role in the value you retain from each and every minute.

This is a diploma that is going to provide you with access to world-class courses that are worth your time. They are going to fill you up with the knowledge that is usable for years to come. Why not tap into this and make the most of what you are getting?

The curriculum is one of a kind and is going to be worth it for a long time to come.

Make the most of it and feel secure about what you are doing and how you are doing it.

3) Reputable

You are looking at a diploma that is renowned around the world.

Business management is something that is always going to hold value, and it is going to be a part of society. This is why it is an ideal fit for those who want to optimize their position in the job market and want to get more out of what they are doing.

This is a powerful diploma and a great fit for those who are selective about what they study and how they study it.

Go with the Diploma in Business Management to get more out of your educational experience. This is a diploma that is going to bring a smile to your face and is going to illustrate the value of going with the best. You will know this is a solution that will work well for your needs and is going to power through the results you are after.

Those who are tired of not being able to do well in the job market or are scared of entering it will want to have a resolute solution behind them. This is the resolute solution you have been after. You can try visiting Mantissa to learn how you can apply for a diploma.

Many Malaysian parents are concerned about their children getting a quality education. They want to give their children the best possible start in life and to do that they know that they will have to start early. Often they start their children in a Montessori Style pre-school. This type of montessori curriculum encourages children to embrace their differences and teaches them lifelong skills that will stay with them throughout their school years.

The Montessori learning style has a long history of teaching children to think for themselves and it opens up new doors without pushing the children too hard. Children are allowed to learn in a natural environment and they are encouraged to interact and learn with their peers and to help one another learn and grow together. This is an ideal learning method and it allows children to learn from those around them. They become better society members and they are allowed to fit in and stay safe throughout their lives.

Utilizing this method, children tend to learn more quickly and they don’t stop as they reach specific goals but rather, keep going on. They are taught how to learn from the world around them and their curiosity is nurtured which makes them more interested in learning more. Thus, they don’t stop learning and are able to learn from their world around them. The lessons help them to pick up vital information and observations in regards to the world around them. These are things that they may have missed had they not been taught in this fashion.

Using the Montessori method helps to promote that children have a personal responsibility to learn and that they are to be respectful, however, they must always tell the truth and care about things that are theirs or that they’ve been entrusted with. They are able to learn on their own and by their own interactions as they affect themselves and the world around them. The lessons help them to interact with their peers and when they are older, with their coworkers and the rest of society. This helps them to learn to be good citizens and family members.

Lastly, Montessori kindergarten also focus on helping children to learn a variety of topics in a smaller amount of time. Children are given the building blocks to see their interest in various topics and subjects before they truly understand what they’re learning. They are taught to not be afraid of math and not to worry about science. They are taught that they can achieve anything that they put their little minds to and they know that they can accomplish amazing things. The lessons they learn will prepare them for their future in school and the workplace. It will help guide their chosen path in life so that they’re never held back by low test scores or fear.

All in all, a Montessori pre-school in Malaysia is by and far the most ideal option for children that parents want to see thrive and grow. It gives them a great start on the path of responsibility, kindness, success, academics and is an ideal gift from any parent to their child.

Education is one of the most vital aspects of people’s life because knowledge is equivalent to power. This is the main reason why home tuition KL has already become a requirement, as an outstanding student must compete healthily with other students and consistently get high scores while slow learners need to struggle just to get good marks in all subjects.

Home tuition has several benefits for parents and students alike. They are as follows: Extra Care and Attention — With home tuition, students will be able to get the attention and care they need from the teacher, which may possibly be lacking in their classroom. The home tutorial is very helpful when it comes to imparting the interest and knowledge in the students. This is the reason why parents who don’t have time to guide their children when it comes to studies entrust the job to tutors.

Enhance Learning Styles — Students will be able to discover a fresh learning approach and style. They can also change the way their study in the traditional classroom. With the help of home tuition, they will be able to build their confidence and expedite their process of learning. This is considered essential for students when it comes to exploring the best way for learning any subject so that they can stand out in their studies and future career as well.

Enhanced Academic Performance — There are times that a certain student is anxious about a certain subject because he or he lacks skills or knowledge on that subject. According to statistics, Math and Music are two of the hardest subjects for most students to learn. This is the reason why they feel afraid of these subjects. With home tuition, any student will be able to focus on that subject and have the chance to practice even more.

Personalized Relationship — In home tuition, a student will have a chance to share the ideas and opinion with his tutor. As a result, they will be able to build a strong and healthy student-teacher relationship, which is not possible in a traditional classroom setting. This will pave also the way for them to work towards reaching their goals.

Parents’ Involvement – With home tuition, parents can have a chance to keep track of their children’s overall performance. The tutor can also advise them on the steps that must be taken towards enhancing the academic performance of their child and helping them stay motivated. Parental support is one of the most essential factors that will help in honing the knowledge of any student because it will give him/her a high level of determination and willingness to learn.

Home tuition offers several advantages that will help a student achieve a bright future. However, to make this possible, a student needs to have willingness to learn, patience, determination and self-discipline. These are the most essential elements that will dramatically help enhance his or her academic performance. Parents are also advised to keep track of their children, so that they will not get disheartened in learning. Parents should speak with their child with regard to how they feel about the tutor and the home tuition itself. Parents can get all these from Perfection Malaysia.

don’t fix it, right? But what if “fixing it” might make it better? I have spent the last few weeks trying to make some important decisions about how I will teach next year. I’m considering some major changes, but am also hesitant because my curriculum certainly isn’t broken. My students learn a lot about writing and thinking. They become much more active readers over the course of the school year. Right now, my curriculum pushes them to excel and gives them the freedom to work on self-directed writing projects that inspire them. For the most part, they work really hard, participate actively in discussion, and grow tremendously. So why change anything?

The Master of Science in Education program at Northwestern University, the program I attended, requires two methods courses for new English teachers: reading methods and writing methods. A foundational text for both methods courses is Nancie Atwell’s In the Middle. Reading this book is paradigm-shifting. Atwell argues that the English classroom needs to become a reading and writing workshop, not a teacher directed study of literature, even if being teacher directed does not mean being teacher centered. Student motivation and achievement at her school in rural Maine dramatically increased when she made this shift herself twenty or more years ago. It allows her to work individually with each of her students, to help them grow in the ways they need to grow. In the second edition of the book, she also argues for some whole-class activities and reading. Not everything can be on one’s own, but for the most part, Atwell says that we have to provide an environment for our students to become their own readers and writers.

I have long been tempted to run a classroom that fits the description of Nancie Atwell’s classroom. The idea of giving students control over the direction of their own learning—but not the organization of it—appeals to me as a former student who remembers being bored in classrooms because I could and wanted to do and learn more and as a teacher who has worked with student who just don’t understand a concept and are forced to press on because the rest of the class is ready to do so. The workshop model is the ultimate in differentiation. It is the democratizing of the classroom.

What worries me, though, is that my students are already motivated and achieving. Most of them do well with a push from their teachers. Many people assume that high-achieving students will work harder on their own. In my experience, academic giftedness frequently comes along with a touch of academic laziness: what can I get away with not doing? Clearly if a student is really excited about a lesson or project, this isn’t true, and there are some students of whom this will never be true, but for many it is just the way their brains work. Part of their giftedness is finding short-cuts. So, giving them so much freedom is, in some ways, a ticket out of hard work.

My own experiences teaching substantiate these fears. I teach two different classes at EAGLE School: Literature and Drama of the United States and European Literature and Drama. These designations were chosen because they correlate with the students’ history class. When they learn about the Russian revolution, they read Animal Farm. Having literature align with the lessons they learn in history allows them to consider the history from new perspectives. It is a fun way to teach because the students are so knowledgeable about the historical and cultural backgrounds of the texts we read, especially in European, where the texts are more perfectly aligned. Because the philosophy of this curriculum was set when I arrived at EAGLE, I did not want to change it. Instead, I looked for ways to give students reading and writing freedom separate from the curriculum.

My first year, I had 30 minutes a week set aside for independent reading. I brought in all of the appropriate and “fun” books from my personal library, told the kids to visit their community libraries, and learned about what our school library had to offer in the way of young adult and adult fiction. In doing so, I learned how hard it is to find texts that challenge gifted readers that are still appropriate for their age group, which is one of the small bits of the reading workshop that worries me. (I have since found terrific resources like Nancie Pearl to help guide me in suggesting books to students. We also have a new librarian who is incredibly helpful.) For independent reading, students could read whatever they wanted. They had to keep track of the books that they read on a log sheet. Once a week, they also wrote in their journals about the books that they were reading. In the middle of the year, they had to complete an analytical project based on at least one of the books they had read.

Nancie Atwell and Dagny Bloland, my methods teacher, suggested that a teacher could coach a student to increasingly more challenging texts over the course of a reading workshop. For about fifty percent of my students, that was true. For the other fifty-percent, they were either already challenging themselves, too mentally busy for more challenge, or not interested in working very hard and incredibly resistant to greater challenge. I had students who were reading twenty-five challenging and interesting books a semester and students who read two pretty easy young adult books. I had students who were furthering a love of learning and students who were doing their best to avoid reading. It was difficult to determine how to encourage more from the stragglers without making rules. With complete freedom over their own choices, I lost some of the students.

So, the following year, I introduced an independent reading list. For the US class, I called it Great American Novels. Students were responsible for reading one novel off of the list before they could go on to their own reading. Setting the bar high like this seemed to work much better in terms of giving students similar, but different experiences. Every student read a book that challenged them, and they were able to apply their reading of that novel to the study of other texts in class. At the end of the first semester, they were required to complete a writing assignment—there were six options ranging from an analytical paper to letters between characters. I was pretty happy with how this independent reading experience went, but the joy of reading and sharing of books they loved with each other was not really there. The previous year, the students who were racing through books became a community of readers. They would bring books in for each other. I could say to them, “Hey, I really think you’d like this one,” and they would read it and then share it with four other students. The energy of the workshop was there. It was muted in this less independent format. So, I gained rigor and thoughtfulness across the board, but I lost some of the joy and energy that more freedom allowed some students.

To try to amend this situation, I decided to have students complete their independent reading in pairs this year. To some extent, doing so was successful. If the students read at a similar pace, the partnerships ended up having interesting discussions, helping each other through difficult parts, and modeling good reading skills for one another. There was more active discussion happening. Most of the students seemed to prefer having a partner. I also felt comfortable giving a little more time to independent reading because the students were being more active in their reading. Once a partnership was done, they completed a written project together and then were able to move on to reading books of their own choosing. Not many got to this choice part, which is what still worries me.

Independent writing has taken a similar progression. Initially, I gave the students complete freedom. They were lost and only the most serious writers produced writing that was valuable to them. Then, I used writing circles, as suggested by Jim Vopat at the 2009 NCTE convention in Philadelphia. Here students had interaction with one another and were invested in their pieces, but the pieces were all short and something was missing for the students who had been the most motivated to write. They did not get to choose to work on their longer projects. So, this year, I developed an independent writing contract, where students had to set goals for themselves as writers, list objectives for how to meet those goals during independent writing time, and suggest the categories from the six traits rubric in which they should be graded based on their goals and the type of project. This turned out to be a huge success. Students cherished independent writing time. Several wrote novels, some wrote screenplays, a few wrote scientific research, and one practiced writing essays more quickly in order to help her better prepare for high school. In the end, independent writing needed to be highly structured for my students to produce writing that mattered to them. The freedom of the workshop is tempting because of how much time students have to write, but it also takes away some of the structure that the contract provides.

So, I am thinking about experimenting with the workshop model with my European class next year. Partially, I feel comfortable doing this because I taught all of the students who will be in that class this year, so I know their learning styles pretty well. Also, the class will be small—seven students—which will give me a lot of time to work individually with each student. I just want to make sure I am not losing more for the kids than I am gaining for them. The major lesson that I have learned with my small forays into student independence is that with freedom, my students need structure. I have some ideas for how to provide that structure. I would love to know what you think about them.

1) Directed Independent Readingà it is still important that the students cover European literature in order to better understand the historical periods about which they learn. I have been thinking that I will present the students with a major reading question: How did European literature evolve over time? We could make a gigantic timeline in the classroom with several colors for the different countries they study. I could mark off each major literary period on the timeline. Students would have a list of major authors and works within each period. Then, they could choose from the list. As students finished their reading, they would post note cards with information about the style and content of the piece to the timeline. Then, at the end of the semester—or a little afterward— they could choose from a variety of projects to present an answer to the initial question.

2) Second semester, we would read more as a class with choice reading time—more like this year—or, if the question went well and the students enjoyed this pursuit, we could either continue it or ask a different question.

3) I teach 6 periods a week. I need one of the periods for drama, which leaves 5 periods a week. If students have writing workshop 3 days a week, time one day a week to discuss reading, and one day for participating in reading activities, that will be all of the class time. This plan would allow for the reading and writing time that Atwell suggests as a minimum.

4) I would still want students to start with goals for themselves as writers, but not require them to complete one large project in order to work toward that goal.

5) Atwell gives the students a list of 6 assignments that they must complete in the workshop: “a short story, three to five poems or songs, a profile of a local citizen based on original research, or an op-ed piece or essay about an issue that matters to you, a book review, a memoir” (Atwell 112). I could, likewise, give them a similar list. That way, they would be sure to experience the types of writing that it is important to me that they experience and they could choose when to come to those pieces as writers.

6) Grammar and mechanics would be taught in an individualized way and through mini-lessons to the whole group during writing workshop time. Students would have individual grammar plans to keep track of errors they make regularly.

My hesitations about the workshop are not about giving up control. I have thought long and hard about that, asking myself tough questions about whether I can live up to my philosophy of education. I can. What I am most worried about is changing something that is working. What do you, our educated and educating readers, think about all of this? Has anybody made a similar shift? Does anybody have any thoughts or suggestions?

Any public school teacher will attest to the difficulty of organizing a field trip. There’s paperwork to fill out, signatures to obtain, and money to raise. Not to mention the logistical headache of shepherding an unwieldy troop of hyperactive youth through public spaces. I, myself, have an uncomfortable memory of taking thirty 9th graders to the Jewish Museum in Manhattan during my first year as a teacher. As we were walking across Central Park, one of my students lit out across the grass and unleashed a premeditated and brutal airborne tackle upon an unsuspecting (and much smaller) friend. “He’s killed him,” I thought.

This isn’t to say that field trips aren’t amazing learning experiences, just that they can be a challenge for the already overwhelmed teacher. Which is one reason why Erin Gruwell’s story of taking 75 Los Angeles teenagers to Europe to learn about the Holocaust and the Bosnian Genocide affected me so powerfully.

If you don’t know already, Gruwell is the teacher made famous by the book, The Freedom Writers Diary, and even more famous by the subsequent film version starring Hillary Swank. To us mortal teachers, she is like some kind of rare and exotic bird—the celebrity teacher—looking down upon us from on high along with Jaime Escalante of Stand and Deliver, LouAnne Johnson of Dangerous Minds, and other colorfully plumed celebriteachers.

Five minutes of conversation with the down-to-earth Gruwell and you realize her good fortune has not sidetracked her from her life’s purpose: to create meaningful educational experiences for urban youth, specifically those kids who are too often expected to fail. The trip to Europe was one of these experiences, a kind of experiential capstone to a four-year odyssey of reading such books as The Diary of a Young Girl and Zlata’s Diary while committing their own stories to paper.

“We visited the Chelmno extermination camp,” Gruwell recalled, “and there were residences right next to the site. The people living there [during the Holocaust], they heard the screams, saw the ashes, and did nothing.”

Gruwell and her students received an important message from an elderly townsman. “Evil prevails when good people do nothing,” he warned them. To a group of students familiar with the sound of gunshots in their own neighborhoods and a prevailing snitches-get-stitches inner city culture, these words resonated deeply.

There was also a symbolism in the timing of this trip. As Gruwell and her students were walking amongst the ghosts of two of the 20th century’s most horrific tragedies, The Freedom Writers Diary, a compilation of her students’ writing, was going through the final stages of publication.

“We were surrounded by those who could no longer tell their story,” Gruwell related. “And here were my own students’ stories, about to be published.” Without Anne Frank, how would we know what it was like to be a teenager during that terrible time? In the same spirit, Gruwell’s students’ stories—rife with the struggles of growing up around violence, poverty, racism, etc.—are immortalized for future generations to read.

If a trip to Europe with 75 students sounds a bit decadent in light of the typical public school budget, you don’t have to tell that to Gruwell. She worked three jobs to pay for this trip—that’s two jobs on top of that other sort of important eight to three (yeah right) gig.

This above-and-beyond mentality was very much in line with my own preconceived notions about Erin Gruwell. In my mind, she was a wildly dedicated teacher who did good work in a tough school. And she worked hard. Like, really hard. So hard her personal life suffered tremendously (see the movie).

To a newish teacher who very much wanted to last in this profession, that message was hard to take. Surely, I thought, there’s a way to be a great teacher and maintain a healthy, balanced personal life. Surely you needn’t martyr yourself.

When I asked Gruwell about this, she agreed. “No new teacher should have three jobs,” she said. “Teachers need an advocacy program. They need a supportive principal. Extreme sacrifices happen in the classroom, not in one’s personal life.”

Twelve years after the publication of The Freedom Writers Diary, Gruwell is still working hard, though that work is more on her own terms now. As founder of The Freedom Writers Foundation, Gruwell works with teachers around the country (via on-the-ground outreach and The Freedom Writers Institute) to bring her Freedom Writers method to an increasingly wide-cast net of at-risk students.

As testament to the power of this method—and to Gruwell’s bond with her students—twenty of the original Freedom Writers now serve as teachers for the Foundation. Their journey, and Gruwell’s, will be documented in the forthcoming documentary, Freedom Writers: Stories from an Undeclared War.

Make no bones about it, taking 75 teenagers to Auschwitz is a seriously bold undertaking for a young teacher working within the confines of the public school system. Though just one short chapter in the Freedom Writers story, it is emblematic of Gruwell’s commitment to an education that transforms and empowers.

“They came back more compassionate, more sensitive human beings,” she told me.

In a culture in which The Test seems to dictate so much of what happens in our public school classrooms, it is refreshing to hear from an educator who believes so deeply in teaching to the individual. Unfortunately, to be a progressive teacher in today’s schools, one has to have somewhat of a revolutionary spirit, cranky assistant principals be damned.

Teacher, Revised is for teachers and by teachers. It is an education grab bag of classroom reflection, a compilation of news that matters to teachers, essays, interviews with the brightest minds in pedagogy, and even the occasional book and movie review. Basically, it deals with anything that affects teachers, could make teachers’ lives better, or that we all should be very, very afraid of.

But it’s also more than that. As teachers, we are in a state of perpetual revision. We revise our lesson plans, our classroom management strategies, our seating charts, and our teaching philosophy. The ability to do this with sincerity and courage—often in the moment—is essential to a teacher’s shelf life. Without that, we “go bad.” Undoubtedly you are familiar with the stench of teachers who have reached their expiration date. It ain’t pretty. To avoid this, we must make a life partner of revision. It is the natural preservative that keeps us fresh. This means looking inward and outward—reflecting on our own practice, and keeping an ear to the ground for what’s new (or old) in the world of education.

The springboard for this blog was a book project that the authors embarked on a year and a half ago—a kind of survival guide for new teachers titled Teacher, Revised: A Generation Y Guide To The World’s Most Important Profession. We will be publishing excerpts from the book here, but mostly this blog will be a place for us to pontificate, propose, and ponder in a less rigid format. Anything ed-related is fair game.

We hope you gain some insight into your own practice by reading a little about ours.

Alistair Bomphray is a former New York City Teaching Fellow who is currently an English teacher and journalism advisor at Tennyson High School in Hayward, California. He also taught in Washington Heights, NY, and at the University of Michigan’s New England Literature Program. He holds dual undergraduate degrees in English and Film from the University of Michigan and a master’s degree in secondary English education from City College of New York. Alistair is co-founder of the non-profit One Picture Puzzle Piece, which focuses on telling local stories from Oakland with words and pictures. He has the lowest winning percentage of any girl’s tennis coach in the history of California.

Jesse Scaccia has taught high school-aged students in Brooklyn, San Diego, and Cape Town, South Africa, where he currenty teaches at a home for young men. His journalism has been published by The New York Times, The San Diego Union Tribune, The International Herald Tribune, and The Virginian-Pilot. He co-executive produced a documentary series for BET about post-Katrina life for the band and football team at an HBCU in Louisiana. He holds dual degrees in English and education from the University of Connecticut, a master’s in education from Connecticut, and a master’s in journalism from New York University. He is currently the Perry Morgan Fellow in the MFA program at Old University Dominion in Norfolk, Virginia.

Contributing Writers:

Benjie Achtenberg teaches 8th grade Humanities at Melrose Leadership Academy in Oakland, CA. As an avid SF Giants fan and self-proclaimed history dork, he faces many uphill battles in his Oakland classroom, but loves every moment. Teaching is a new adventure everyday for him. While he brings to life Andrew Jackson’s Indian Removal, Evidence Sandwiches, Lincoln’s Emancipation Proclamation and literary analysis thesis statements, he laughs with his kids and strives to find the best in all of them. He regularly enjoys beating his students in touch football after school with his fellow teachers.

Jennifer Yael Green is currently an English teacher in Pusan, South Korea, where she teaches over-stressed, sleep-deprived and academically brilliant students. She has taught English to underprivileged kids in Buenos Aires, and worked with a non-profit arts program for 3rd and 4th graders in Rancho Mirage, California. She graduated with honors from the University of Washington with a degree in Creative Writing.

Jill Guerra is proud to be a Language Arts and Social Studies teacher in an Oakland public elementary school. The students she works with are some of the strongest people on the planet and they teach her about the most important things in life: humility, resilience, forgiveness, and that it’s important to laugh often. Her other job is as the mother of a very vocal and passionate daughter and of a calm and breezy son. Her undergraduate work was done at U.C. Berkeley and she recently finished her master’s degree in Teaching Critical Environmental and Global Literacy at New College of California. She likes to spend her time dancing Cuban rueda and Afro-Brazilian samba, sipping Chai tea while walking through the flea market, and swapping frontline stories over Thai food with her comrades.

Gabrielle Lensch Plastrik currently teaches 7th and 8th grade English and Drama and k-2 computers at EAGLE School, an independent (private) school for students k-8 who are “talented and gifted” in Madison, WI. She previously taught high school in Janesville, WI and in the suburbs of Chicago. She earned a BA in English with a sub-concentration in Creative Writing at the University of Michigan and an MSEd from Northwestern University. She is reminded every day how wonderful it is to work with students who have naturally inquisitive brains. It makes the study of literature and writing all the more fun.

Gehry Oatey the Schoolyard Foodie teaches at Melrose Leadership Academy in east Oakland. He spends his weekday afternoons turning over the soil in the school garden and cooking with 7th and 8th graders. He is also a member of community groups working to improve school lunches in Oakland. There isn’t a day at school where middle school kids don’t remind him how little he knows about this life. He has also heard more shocking curse words in the past three years than most humans walking the earth. He is a food lover and one of the few white boy salsa dancers living in Oakland. You can reach him at gehry@mac.com.

Veronica O’Brien is the owner of VM Education, Ltd, an educational consulting and tutoring business. She has served the tri-state area’s (NY/NJ/CT) private and public school student needs since 1998. Veronica earned her Baccalaureate degree in Biology, Chemistry and Anthropology with a specialization on Biological Evolution, cum laude. In 2008, she was accepted into the New York City Teaching Fellowship to teach high school science in the Bronx, NY.

Mose Williams teaches 6th grade math/science blocks in east Oakland. Today he attempted to convey the grandeur of pi, broke up a fight, and started a project with bathymetric maps. Last year he taught 8th grade humanities and now remembers that year fondly because of the fun books he read with his students. Mose has seen some beautiful places and met some amazing people.

Chris Baconteaches English and facilitates teacher training in Busan, South Korea—where young people study 12 hours a day and sleep far less than that. Before Korea, Chris worked with the U.S. Peace Corps as a Youth Development Volunteer in Morocco and has also taught English in The Czech Republic (Prague) Additionally, Chris is co-director of a non-profit called, “The Thambo Project” that promotes social justice through the performing arts, and he enjoys singing/songwriting in his spare time with his acoustic guitar. His bachelor’s degrees in Theatre and World Religions were awarded by Gustavus Adolphus College in Saint Peter Minnesota, and he can be reached.

Welcome

Teachers Revised believes that education is one of the best gift anyone can give for themselves. It is something that even when a person is in the rock bottom, anybody can still rely on the education they had. We are only talking about academic learning and grades, but also the intangibles such as virtues and life knowledge that can help with the real world outside the four walls of the school.

We post news and trends on the latest in the educator’s world, both for the teachers and the students. This way, teaching and learning techniques can be updated for better grasp of knowledge. We also give learning tips for students studying. For the teachers, we have teaching guides in order for the knowledge to be disseminated properly.